The Impact of Teaching English on Learning Arabic at the Primary Education: The view of Educational Inspectors in Aljabal Al-Aakhdhar Region (Published)
This research paper aims to address the impact of English language teaching on Arabic language learning in primary education. Two groups of Arabic and English language inspectors were selected to conduct the interviews, using group interviews. The importance of teaching Arabic and its skills to primary school students is well known. It is the mother tongue, the language of the Quran, heritage, and communication, and the language of formal education. At the same time, we must recognize that English is a global language, the language of science and technology, and is needed by many Libyan students who aspire to pursue postgraduate studies, such as master’s and doctoral degrees. This paper answers profound questions that are being ignored by officials and clearly demonstrates the need to prioritize the education sector, as it is the driving force behind society’s advancement. Arabic is the language of education in Libya. As one Arabic language specialist said, “If we want to reform education, we must reform the teaching of Arabic.” Therefore, it has become imperative to focus on its teaching and provide all necessary resources, training, and curricula to improve the quality of student performance. This paper provides recommendations for improving the learning of Arabic and English.
Keywords: Arabic education, English Language, dominance of colloquial language, influence of English language, language of communication
Students’ Perception of Their Competence and Teachers’ Teaching Method of English Language in Some Selected States in Nigeria (Published)
Teaching and learning objectives are targeted at producing students who are proficient in the use of the four language skills in English. Students’ perception of their learning competence and their teachers’ teaching methods is necessary feedback for the efficiency of the teaching and learning process. However, some teachers prefer to hold on to their old methods of teaching, while some students display negative attitude towards learning which adversely affect academic achievement. This study therefore, set out to examine students’ perception of their competence and their teachers’ teaching methods. Three research questions and two hypotheses were used, some of which include: What are students’ perception as regards their competence in the four language skills? What are students’ perception as regards the teaching methods used by their English teachers? Using simple random sampling techniques, a sample of eighty (80) pupils and eighty (80) students from primary and secondary schools from six (6) public schools (one from each of the six (6) states in Niger-Delta region in Nigeria was used. A 48 – item questionnaire called Students’ Perception Instrument (SPI) was used to obtain data for the study. Factor analysis was used to determine the content and construct validity and reliability of the instrument. Data were analysed using statistical package for social science (SPSS) version 25. Descriptive statistics and regression analysis was used to answer the research questions. The result indicates that teachers make effort to represent the four language skills in teaching of English in class; Use of appropriate teaching methods aids students’ understanding. The study recommends that teachers should consider their class size, subject matter, students’ level and employ the appropriate method for the optimum benefits of their students.
Keywords: Competence, English Language, Students’ Perception, Teaching method
Language in Education: Barriers and Bridges (Published)
This article explores the implementation of Ghana’s local language in education policy; how it has been received and practiced in public basic schools, and the major challenges and implications. Through the study, the author highlights critical issues within local education practices that suggest a mismatch between education language policy and classroom practice. It is suggested that one of the primary reasons for the poor performance in schools lies in the oral orientation to classroom practices at the foundation stage at the expense of literate ways of thinking and reasoning and that an emphasis on literacy in the mother tongue at the foundation stage may help to shift the focus on student academic development where it belongs.
Keywords: English Language, Implementation, Language policy, Literacy, Mother tongue